Students who are comfortable with traditional classroom can be overwhelmed with distance learning because there are no face-to-face instructions and there is independent studying, yet there is a flexibility to do coursework at anytime. In order to make distance learning more effective and exciting for students and teachers, there are two useful tools that can be utilized online: online Self-assessment and online Peer assessment. So what is online self and peer assessment? And how can learning be effective if it included these assessments?
Online self assessment is an online process of self-testing in order to assess knowledge on any given topic (Ibade & Jauregizar, 2010) while online peer assessment is an online process where students “assess the work of their peers” (Bouzidi & Jaillet, 2009).
Both assessments can be helpful to students in distance learning. Online self assessment provides students with self assessment exercises which they can use to test their knowledge and receive immediate, impartial feedback to their responses (Ibade & Jauregizar, 2010). Peer assessment on the other hand, is a collaborative assessment where students share ideas and provide feedback online; hence, they learn from each other (Bouzidi & Jaillet, 2009). For teachers, both assessments are helpful. Peer assessment reduces teachers’ workload by having fewer assessments to complete but it is still teachers’ responsibility to monitor these online assessments ((Bouzidi & Jaillet, 2009). In self assessment, teachers can access students’ results, monitor their performance, and provide necessary guidance when needed (Ibade & Jauregizar, 2010).
Since peer assessment is a collaborative activity, can it be trusted? How can students avoid personal conflicts when giving online assessment? And how can students ensure more objective assessment and less subjective assessment? These are some of the questions that need to be answered in order to implement online assessments in e-learning process. Some recommendations to enrich the learning environment through peer assessment are ensuring anonymity when assessing any student’s work online, having multiple assessors for each student’s work (Bouzidi & Jaillet (2009) suggested at least 4 assessors), having a teacher to monitor all the online assessments, and having an assessment guide, a marking scheme, or a checklist prepared by the teacher so that students can use it when providing an assessment.
Both online peer and self assessments are beneficial to students and teachers in a distance learning environment. But in order to make these assessments pedagogically effective, careful planning and its future implications need to be considered before implementing them in an e-intensive setting.
Bouzidi, L., & Jaillet, A. (2009). Can Online Peer Assessment be Trusted?. Journal Of Educational Technology & Society, 12(4), 257-268.
Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59(2), 243-258. doi:10.1007/s10734-009-9245-6